ECORFAN Journal-Republic of El Salvador Sustainability Actions Undertaken by Higher Education Institutions in the Sierra Norte O

31 Article ECORFAN Journal-Republic of El Salvador June 2018 Vol.4 No.6 31-39

Sustainability actions undertaken by higher education institutions in the Sierra Norte of Puebla, Mexico

Acciones de sostenibilidad emprendidas por instituciones de educación superior en la Sierra Norte de Puebla, México

VELÁZQUEZ, José Rubén*†, CASTRO, Julia Aidé and CARMONA, Juan Carlos

Universidad Tecnológica de Xicotepec de Juárez. Av. Universidad Tecnológica Núm.1000 Col. Tierra Negra, C.P.: 73080, Xicotepec de Juárez, Puebla

ID 1st Author: José Rubén, Velázquez / Researcher ID Thomson: X-2948-2018, CVU CONACYT ID: 953306

ID 1st Coauthor: Julia Aidé, Castro

ID 2do Coauthor: Juan Carlos, Carmona

Received July 7, 2018; Accepted December 4, 2018

Abstract Resumen

Undertaken actions sustainability by Higher Education Acciones de Sutentabilidad enprendidas por Instituciones Institutions in the Sierra North of Puebla, Mexico.Taking de Educación Superior en la Sierra Norte de Puebla, the perspective of sustainable development as a México. Teniendo como marco la perspectiva el desarrollo framework, we intend to know the actions That Have sustentable se pretende conocer las acciones que han sido Been Undertaken to date by the Institutions of Higher emprendidas a la fecha por las Instituciones de Educación Education in the Sierra North of Puebla. In order to Superior en la Sierra Norte de Puebla. Con la finalidad de Strengthen the Initiatives That Contribute to the different fortalecer las iniciativas que coadyuven a los distintos levels of government, the productive sector, the economy órdenes de gobierno, al sector productivo que impulsa la That drives, and society in General to Contribute to the economía, y a la sociedad en general para así contribuir a sustainable conservation of the environment. For This la conservación sustentable del medio ambiente. Para tal purpose, a quantitative empirical study was Conducted efecto se realizó un estudio empírico cuantitativo mediante through a field research instrument to Identify different un instrumento de investigación de campo para identificar topics: such as rules or rules That Please beneficial distintas temáticas como las normas o reglas que policies around sustainability, ways of Local addressing favorezcan políticas benéficas entorno a la sustentabilidad, problems, Initiatives to Promote Sustainability, las formas de atender problemáticas locales, iniciativas application concrete sustainable practices and benefits para el fomento de la sustentabilidad, aplicación concreta That Have Been generated inside and outside the de prácticas sustentables y los beneficios que se han Institutions of Higher Education in the Sierra North of generado al interior y al exterior de las IES en la Sierra Puebla. Norte de Puebla.

Sustainability, Education, Development, Globalization Sustentabilidad, Educación, Desarrollo, Globalización

Citation: VELÁZQUEZ, José Rubén, CASTRO, Julia Aidé and CARMONA, Juan Carlos. Sustainability actions undertaken by higher education institutions in the Sierra Norte of Puebla, Mexico. ECORFAN Journal-Republic of El Salvador 2018, 4- 6: 31-39.

* Correspondence to Author (email: [email protected] ) † Researcher contributing first author.

32 Article ECORFAN Journal-Republic of El Salvador June 2018 Vol.4 No.6 31-39

Introduction Approach to Sustainability

Some economic activities have generated Vertiginous changes interconnected world negative effects on the environment and these through new technologies that indicate patterns have been produced by processes obsolete of progress within the current globalization several companies manufacturing, which has context has been characterized by a steady caused these companies to invest resources to increase of inputs and raw materials to meet prevent environmental accidents and use cleaner market demand regardless of the deterioration of technology; Yet the social demands of the natural resources for obtaining, by developed locality are not enough to make the necessary nations that claim to settle debts that have synergy that achieves a change of pattern of acquired developing countries which has led to different behavior than is currently perceived an environmental imbalance that result is violates environmental and social to generate reflected in the breakdown of potential poverty, to meet specific economic interests development in some countries has increased environment is generated. poverty and natural resources have been degraded, becoming increasingly notorious for They arise voices that shape the the capitalist mode of production,according to sustainability idea and is defined in the the statement made by Keynes (1965) "The main Brundtland Report (1987) "make development drawbacks of the economic society in which we sustainable, durable, ie ensure that present needs live are its failure to ensure full employment and are satisfied without compromising the ability of its arbitrary and inequitable distribution of future generations to meet Own". wealth and income".

The importance of achieving a balance Given the obvious drawbacks of between social, economic and environmental capitalism he begins to create awareness of its factors is evident, so that the study an approach importance in the environmental issues currently to sustainability is realized and as contextualized facing, about Diamond (2006) sets out the most concept development today. serious environmental problems that both societies past and present highlighting met: Knowledge are transformed into freedom of thought and are transmitted at universities that a) accelerated destruction of natural habitats. allow cognitive development of individuals, so also sustainability education is integrated and b) Sources of food from the sea are not managed similarly the actions undertaken in the properly. institutions analyzed Higher education in Mexico. c) An important part of wild species, has disappeared. HEIs to become promoters of cultural property to help improve the reality of our d) Erosion by water and wind sweeping floors country and the progress of society, also make farmland. commitments to perform functions that promote action around sustainability, and the main e) The main sources of energy in the world, objective efforts will be analyzed to they have especially in industrial societies, are fossil fuels. been made in the Sierra Norte of Puebla. f) Most of the freshwater rivers and lakes in the world is already being used for irrigation, domestic and industrial uses.

g) The chemical industry and many other discharged into air, soil, oceans, lakes and rivers toxic chemicals many products.

h) Human activity produces gases escaping into the atmosphere, ozone deterioration.

ISSN-On line: 2414-4886 VELÁZQUEZ, José Rubén, CASTRO, Julia Aidé and CARMONA, Juan ECORFAN® All rights reserved. Carlos. Sustainability actions undertaken by higher education institutions in the Sierra Norte of Puebla, Mexico. ECORFAN Journal-Republic of El Salvador 2018 33 Article ECORFAN Journal-Republic of El Salvador June 2018 Vol.4 No.6 31-39 i) The world population is increasing. Which in Date Event turn demands more food, space, water, energy 1948 Universal Declaration of Human Rights. and other resources. 1972 United Nations Environment Program. j) What matters is not only the number of people Earth program. but their impact on the environment. 1987 Brundtland report Our Common Future. 1989 Children's rights convention. 1990 Jomtien World Declaration on Education Moreover, the awareness of individuals for All. about the impact associated with the 1992 Rio Declaration on Environment and development in the natural environment to Development. (Agenda 21). obtain resources begin to notice since the 70's 2000 Dakar Framework for Action Fulfill with studies by Meadows, DH; Meadows, DL; common commitments. 2002 World Summit on Sustainable Randers, J; Behrens, W. in 1972 (Zapiain, 2002) Development in Johannesburg. that determined the following: "If 2003 United Nations Decade of Literacy. industrialization, pollution, food production and Ministerial Round Table on Quality resource depletion maintain the present growth Education. trends in world population, this planet will reach 2004 United Nations Decade of Education for Sustainable Development. the limits its growth over the next hundred years. 2005 Millennium Project of the United Nations. The most likely outcome would be a sudden and Convention within the framework of the uncontrollable decline in both population and 2009 United Nations on Climate Change industrial capacity. " (UNFCCC). 2015 the Man and the Biosphere Program (MAB) Another action that reinforces the importance of the environment as one of the Table 1 Historical Sustainability term line Source: self made factors allowing development was addressed at the United Nations Conference on the Human In Table 1 it can be noticed in a historical Environment in Stockholm 1972 as the Program line the various documents and agreements that United Nations Environment Program (UNEP) contextualize the development of the concept of presented, strengthening implicitly to the sustainability, and education and human principles of sustainable development, also development strategies at international level. establishing on June 5 as world environment day. Integration of Sustainability to Education

Similarly in the early 80's much Sustainable development from the covenant of emphasis was placed on environmental strategies to make education, environmental education to raise awareness about the education (IEO, 1999), and the Declaration of environment as it is closely linked to the Millennium Development Goals (UNDP, development and to improve the economic 2000), to evaluate them when they become the position, actions and practices that deplete targets Sustainable Development (ODS), and in natural resources are made that developed which a group of goals synthesized in 17 global countries have committed resources and targets, where quality education framed in the developing countries should overexploit to fourth objective aims are set: Ensure an fulfill their financial obligations to those; inclusive, equitable and quality education and situation described in Brundtland (1987, p. 23) promotion opportunities learning throughout life "report is in the hands of humanity to make for all. (UNDP, 2015); these actions become development sustainable, durable, ie ensure that references observe that countries seek to present needs are satisfied without strengthen environmental education to improve compromising the ability of future generations to the quality of life without compromising that of meet their own. " future generations.

Thus, the concept of sustainable development begins to take shape and is ratified at the United Nations Conference on Environment and Development (UNCED) held in 1992 in Rio de Janeiro, Brazil (Earth Summit).

So that Education for Sustainable In this context is how the institutions of Development is a call to different movements Education Superior (IES) assume global such as environmental education, global demands in training people and anticipating education, economic education, development changes in regulations of Mexico and initiatives education, multicultural education, education for to institutionalize environmental perspective and conservation, outdoor education, education and sustainability in higher education (Nieto, 2007) other global change. Education for sustainability and incorporated into the Mexican Consortium is considerably broad and covers many aspects of University environmental programs for of these different approaches mentioned that are Sustainable Development (COMPLEXUS), already established and have widespread which was aimed to promote and strengthen acceptance. (Leal Filho et al., 1995). programs and strategies of institutional scope for incorporating environmental perspective and 1973-1992 sustainability mission , political and academic Under the influence of the results of the programs through structural changes and Stockholm Conference, UNESCO strategic actions impact in the short, medium and established the United Nations Program for Environment (UNEP). long term (Súcar and Nieto 2004). Its mission leadership and encourage partnership in caring for the environment by inspiring, informing and Actions for Sustainability in Higher enabling nations and peoples ways of improving the Education in Mexico quality of life without compromising that of future generations. 1994-1998 As part of the National Development Plan 2013 The movement of Education for - 2018, it is reflected on the importance of Sustainability (ES) started gaining sustainable development and the effects of momentum in the early nineties, shortly climate change and environmental degradation after the Rio Conference. are perceived with greater intensity being The movement has driven the reach of more traditional approach to environmental education, thanks to the generated loss of life and economic damage, inclusion of various interest groups in society such as equally recognized that country growth business, industry, government, communities, continues closely related to activities that foundations and teaching. generate depletion and environmental 2005-2014 degradation, so must propitiate actions to reverse Given the serious situation of poverty, violence, inseguidad and depletion of the new environmental conditions prevailing natural resources, the United Nations today, a new behavior pattern aligned proclaimed the Decade of Education for Sustainable sustainability. Development. (DESD). It aims to integrate the principles, values and practices Addressing global commitments of sustainable development into all aspects of education and learning, with the aim of promoting behavioral representing various UNESCO programs to changes necessary to preserve the future. promote Education for Sustainable Development 2015-2030 and the Decade of the United Nations Education Global Action Program (GAP) for its for Sustainable Development, in 2002 the acronym in English for ESD, the Mexican Consortium Program was created program that follows up the Decade of ESD (2005-2014). University for Sustainable Development Reorienting education and learning so that everyone (Complexus) under the auspices of the Center can acquire knowledge, skills, values and attitudes that for Education and Training for Sustainable empower and enable them to contribute to a sustainable Development (CECADESU) of the Ministry of future. Environment and Natural Resources (SEMARNAT) and the Anuies environmental, Table 2 Global environment commitments (ANUIES). Originally this consortium was Sustainability in Education. integrated by 15 higher education institutions Source: self made. that offer environmentally focused institutional Table 2 shows the main global programs. commitments that have been generated by the perception of changes in the natural environment and its effects on social and economic spheres are integrated. In order to generate changes in human behavior that allow the preservation of the environment and a sustainable future.

From its inception until 2017, the consortium has promoted various activities in which institutions freely and without restrictions are integrated, it should be noted that recently (March 2017) held a national meeting of curriculum greening intended to reorient plans and curricula to mainstream sustainability, to strengthen academic activities that promote environmental stewardship and sustainability as well as adjust their programs to a process for creating high quality and promote the development of the four pillars of Education for all : learning to know, learning to do, learning to live together and learning to be (Delors et al, 1996). Figure 1 Municipalities that make up the Sierra Norte of Puebla. Source: Wikipedia File: MX-PUE- The elements that are an inherent part of Huauchinango.png sustainability point to visualize the environmental, social and economic issues as Methodology part of a whole and not in isolation, just as local action to solve problems must be done with a For its development a measuring instrument global vision and can lead to consequences consisting of a direct questionnaire of 10 items world, should also be considered that personal forming indicators of knowledge and policies consumer choices impact on resource extraction implemented to recognize the actions taken and manufacturing processes from distant around sustainability in higher education places. As part of this context is sought institutions in the Sierra Norte of Puebla was documentary evidence that higher education applied, it should be noted some questions relate institutions in Mexico are formally adopting to the variable quality, which coincides with the some of the guidelines included in the Source methodology map competitiveness American Book for Higher Education UNESCO, Development Bank (IDB): planning, accounting and finance, management, quality, human IES in the Sierra Norte de Puebla. resources, information technology and communication. statistical sampling was not In this study, we are considering only the Higher applied under the universe it was limited to the Education Institutions (IES) of the Sierra Norte Sierra Norte and applied to all IES, found in the de Puebla as directly involved as a tool for aforementioned demarcation. human capital formation in the productive sphere, representing the ultimate learning for life For the study 29 closed questionnaires of productive in the social and economic sphere of which 21 were appointed to public institutions graduates. and 8 dedicated to private institutions, a total of 29 higher education institutions in the region According to the Regional Development referred to above were applied. Program 2011-2017 Sierra Norte region. This region of the State of Puebla is composed of 35 municipalities and 1,532 localities, of which 1,503 representing 98.1% of rural localities with fewer than 2,500 inhabitants and concentrated to 411.746 inhabitants, ie 61.5% of the total in the region. The remaining 29 seats are over 2,500 urban inhabitants and together has 257.113 inhabitants, representing 38.5% of the total population. Huauchinango is a town in the region with more than 50,000 inhabitants.

Higher Education Institutions in the Part 4: Knowledge of 5,6,7,8 Sierra Norte de Puebla Actions for initiative or Sustainability activity that Municipality Private IES Public IES promotes Ahuacatlán 1 0 sustainability, benefit to the Ahuazotepec 0 1 institution that represents and Aquixtla 0 1 kind actions taken. Chignahuapan 0 3 Part 5: Degree of 9.10 Participation/ participation of Honey 0 1 Collaboration students and staff in sustainability Francisco Z. Mena 0 1 actions undertaken Huauchinango 1 5 in the institution.

Ixtacamaxtitlán 0 1 Table 4 Measuring instrument Olintla 0 1 Source: self made. Pahuatlán 0 2 Results Pantepec 0 1

Tetela de Ocampo 1 1 In the section Understanding Sustainability, the Xicotepec 1 2 result reflects the following: 100% of the Zacatlán 4 1 surveyed universities know the meaning of the term sustainability, so universities in the Sierra Subtotal: 8 21 Norte de Puebla takes into account the Total: 29 importance it represents sustainability.

Table 3 Universities in the municipalities of the Sierra In implementing sustainability 100% of Norte de Puebla that direct questionnaires were applied. the institutions surveyed if they can perform the Source: self made implementation of sustainability. However only The variables and indicators that were 67% of universities have rules or rules for the structured to collect field data are presented as benefit of sustainability, 19% of them an follows: intermediate result was obtained because they have not been fully implemented. And finally, Variables Indicators Question 14% reflects an unfavorable outcome in some number institutions because they have not implemented Part 1: IES name of the Header the standards or rules necessary for the benefit of Overview respondent; name and hierarchical sustainability. Similarly, 100% of the level in the institutions surveyed believe that social Institution of responsibility involves addressing local and interviewee, date, e-mail and regional issues to better sustainable development telephone. in the region and thus to promote a better culture Part 2: Knowledge and one among its inhabitants. Understanding meaning of the Sustainability term sustainability Part 3: Implementation of 2,3,4 Regarding Shares for Sustainability 81% Application of sustainability in of higher education institutions if they know the Sustainability the institution represented; initiatives implemented by the institution to considered if it which they belong and likewise promote projects involves social with their pupils and students that will contribute responsibility of the institution in in a better way to development sustainability, addressing local however 19% of them said they do not know any and regional initiative or activity in their respective issues; existence of standards or institution. Similarly, 100% agree on the rules that allow the importance comprising the implement development of development projects to improve sustainability, policies for the benefit of both in the institution and the region they inhabit. sustainability. About 24% of the institutions surveyed responded that one of the biggest benefits is to obtain environmental certification.

Similarly different sustainable actions Annexes developed since 29% of the institutions carried out the action of separation of hazardous waste, Urban Total Key Municipality population as well as the other 29% makes the separation of population organic, inorganic and battery waste, while 28 % ZAP 006 Ahuacatlán 14,754 3,006 implements the separation of PET, also 9% said 008 Ahuazotepec 10,457 1,268 they had other options such as reuse office paper, 014 Amixtlán 5,004 2,518 waste separation toner, the water is treated to 016 Aquixtla 7,848 456 irrigate the remaining 5% of the institutions 028 Camocuautla 2,476 1,412 030 Coatepec 758 681 carries out recycling Water. 039 Cuautempan 9,212 1,094 049 Chiconcuautla 15,767 3,279 In the last section Participation / 053 Chignahuapan 57.909 17,983 Collaboration 71% of them answered that the 057 Honey 7,463 1,131 064 Francisco Z. Mena 16,270 3,934 degree of participation of students is between 068 Hermenegildo Galeana 7,718 1,165 51% to 75% of collaboration in the actions 071 Huauchinango 97.753 46.469 carried out within their institution, while 14% of 083 Ixtacamaxtitlán 25,326 0 086 jalpan 12,547 376 them is on a scale from 26% to 50% of the 089 Jopala 12,997 5,094 contribution, on the other hand 10% said there is 091 Juan Galindo 10,213 4,292 a high degree of participation and the percentage 100 Naupan 9,707 1,691 obtained was 76% to 100%, but 5% did not 107 Olintla 11,641 1,889 109 Pahuatlán 20.618 6,202 respond satisfactorily since the contribution of 111 Pantepec 18,435 5,113 students is from 1% to 25%. Finally, 80% of the 123 San Felipe Tepatlán 4,120 434 staff is working in the respective institutions 162 Tepango Rodriguez 4,244 3,461 from 51% to 75% staff participation engages in 167 Tepetzintla 10,240 1,142 172 Tetela de Ocampo 25.793 1,952 actions that are carried out to help sustainability, 178 Tlacuilotepec 17.115 1,685 183 Tlaola 19.826 10,172 According to the results obtained in this 184 Tlapacoya 6,406 621 research the following table which highlights the 187 Tlaxco 5,415 1,272 194 Venustiano Carranza 27.890 20.596 strengths and weaknesses identified in the 197 Xicotepec 75.601 48.583 Institutions of Higher Education of the public 200 Xochiapulco 3,911 1,066 and private sectors of the Sierra Norte de Puebla 208 Zacatlán 76.296 24.923 region is shown. 213 Zihuateutla 12,530 1,124 215 Zongozotla 4,599 4,266

Total 668.859 230.350 Strengths Weaknesses Knowledge of the term Lack of implementation of Table 6 Municipalities that make up the Sierra Norte with Sustainability. the rules on sustainability in population Total, color those in which higher education is certain institutions. offered Carry out actions for the development of Sustainability Lack of financial resources Source: Based on data from the Regional Development by most institutions. to carry out the project. Program 2011-2017 Sierra Norte region

Being aware of the benefit Lack of time for students and Acknowledgments they attach to their region and staff to carry out all locality. proposals for new projects. Our appreciation for the timely support they Propose new projects or Lack of environmental have always given the C. Ing. Jesús Santos activities to undertake in training. improving sustainability. Picazo, Rector of our University, the Medical Engage students and staff Meza Roberto Montiel, Head of Academic working in the institutions to Affairs Secretariat and the Mtro. Marco Antonio carry out the proposed activities. Alvarado Fosado Administrative Director of the Economic Division. All broad range of fronts Certification and accreditation fully supporting research activities that allowed of environmental standards. this investigation will be conducted. Agreements with companies and institutions.

Table 5 Strengths and Weaknesses registered in Universities of Municipalities of the Sierra Norte de Puebla Source: self made

Conclusions References both the institution and the region they inhabit; Diamond, Jared (2006) Colapso. Por qué unas however only 86% of respondents there are rules sociedades perduran y otras desaparecen. or rules that favor the creation of policies in Disponible en: favor of this; Parallel almost 81% of higher http://www.fis.puc.cl/~jalfaro/astrobiologia/apo education institutions if they know the initiatives yo/Colapso_Diamond.pdf Consultado el 23 de that implement the institutions to which they Julio de 2018. belong and promote projects with their student bodies to contribute better to the development of Gobierno Federal. Informe de Ejecución del sustainability. Regarding the benefits to be Programa de Acción de la Conferencia gained from sustainability actions 24% to Internacional sobre la Población y el Desarrollo achieve environmental certification, 24% chose 1994- 2009. SEGOB-SER Disponible en: achieve recognition by society 19% of these http://www.conapo.gob.mx/es/CONAPO/Confe institutions preferred to raise awareness of rencia_Internacional_sobre_Poblacion_y_Desar current and future generations, 19 % Parallel rollo Consultado el 10 de Julio de 2018 almost 81% of higher education institutions if they know the initiatives that implement the Leal Filho, W. (2009). “La educación para la institutions to which they belong and promote sostenibilidad: iniciativas internacionales”. projects with their student bodies to contribute Revista de Educación, número extraordinario better to the development of sustainability. 2009, pp. 263-277. Disponible en: http://www.revistaeducacion.mec.es/re2009_12 Regarding the benefits to be gained from .htm Consultado el 15 de Julio de 2018. sustainability actions 24% to achieve environmental certification, 24% chose achieve Maynard, Keynes John (1965) Teoría General de recognition by society 19% of these institutions la ocupación, el interés y el dinero. Disponible preferred to raise awareness of current and future en: http://biblio.econ.uba.ar/opac- generations, 19 % Parallel almost 81% of higher tmpl/bootstrap/Textocompleto/Teor%C3%ADa education institutions if they know the initiatives %20general%20de%20la%20ocupación,%20el that implement the institutions to which they %20interés%20y%20el%20dinero%20- belong and promote projects with their student %20%20John%20Maynard%20Keynes.pdf bodies to contribute better to the development of Consultado el 23 de Julio de 2018 sustainability. Regarding the benefits to be gained from sustainability actions 24% to Meadows, D.H.; Meadows, D.L.; Randers, J; achieve environmental certification, 24% chose Behrens, W. (1972), “Los límites del achieve recognition by society 19% of these crecimiento: informe al Club de Roma sobre el institutions preferred to raise awareness of predicamento de la Humanidad". En Reseña por current and future generations, 19 %of them he Zapian Aizpuru (2002). Disponible en: chose to contribute to a reduction in http://www.simposio.palmira.unal.edu.co/pagin environmental damage finally the remaining as/Biblioteca/Dinamica/Raul/lecturas/Meadows 14% chose achieve recognition by various %201972%20Limitesalcrecimiento.pdf authorities. It should be noted in this regard that Consultado el 20 de Julio de 2018. the environmental certification process is very expensive and not all HEIs have the resources Organización de las Naciones Unidas. (1972), proportionally so chose other options, however “Conferencia sobre Medio Ambiente Humano, they expressed their interest in achieving celebrada en Estocolmo, Creación del certification if it were less expensive. Programa de Naciones Unidas sobre el Medio Ambiente (PNUMA)” Disponible en: Equally apply various sustainable actions http://www.dicc.hegoa.ehu.es/listar/mostrar/17 such as: Water Recycling, Separation of PET, 1 Consultado el 20 de Julio de 2018. separation of hazardous waste, separation of organic waste, inorganic and batteries. In addition to these actions take 71% of higher education institutions, with the participation between 51 and 75% of students and 81% last IES with the participation of its staff between 51 and 75%. ISSN-On line: 2414-4886 VELÁZQUEZ, José Rubén, CASTRO, Julia Aidé and CARMONA, Juan ECORFAN® All rights reserved. Carlos. Sustainability actions undertaken by higher education institutions in the Sierra Norte of Puebla, Mexico. ECORFAN Journal-Republic of El Salvador 2018 39 Article ECORFAN Journal-Republic of El Salvador June 2018 Vol.4 No.6 31-39

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